Abstract
This study aims to analyze the influence of principal managerial competence, curriculum management, and special guidance teacher competence on strengthening inclusive education in elementary schools in Mataram City. The study used a quantitative, survey-based approach. The study population comprised 462 teachers from 41 elementary schools providing inclusive education in Mataram City, and a sample of 210 respondents was selected using the Isaac and Michael formula. Data collection was conducted through a questionnaire, then analyzed using descriptive statistics, classical assumption tests, simple linear regression, and multiple linear regression. The results showed that, to some extent, the principal's managerial competence had a positive and significant effect on inclusive education, as well as on curriculum management and special guidance teacher competence. Simultaneously, the three independent variables also had a positive and significant effect on strengthening inclusive education, with a determining contribution of 88.1%. These findings indicate that strengthening inclusive education requires synergy among visionary principal leadership, adaptive curriculum management, and the professional competence of special guidance teachers, enabling educational services for students with special needs to operate optimally in elementary schools.